The effects of metaphoric language intervention on students’ psychotherapy in engaging in classroom interaction

Autistic students often demonstrate apprehension towards engaging in classroom interactions with their peers, leading to diminished enjoyment and unfavorable language learning outcomes during instruction. This study aimed to investigate the influence of metaphoric language intervention (MLI) on students' psychotherapy in participating in classroom interactions, focusing on both autistic and non-autistic students. Despite the widely acknowledged significance of language therapy for autistic individuals, limited attention has been directed towards how MLI could enhance their engagement in classroom interactions. A cohort of 108 autistic students and 102 non-autistic students, displaying increased psychotherapy to engage in classroom interactions through MLI, were recruited for the study. Each participant was tasked with showcasing their comprehension and generation of metaphoric expressions based on gender under two distinct learning conditions, with close observation and assessment of their classroom interaction psychotherapy during MLI. The results revealed that autistic male students exhibited higher levels of enjoyment in MLI compared to autistic female students, and metaphoric expressions were favored over literal expressions. Moreover, a positive correlation was observed between the quality of MLI and heightened psychotherapy, receptiveness, and enjoyment in classroom interactions, leading to favorable perceptual outcomes for autistic students. These findings emphasize the crucial role of integrating MLI and implementing targeted psychological interventions to elevate the quality of classroom interactions among both autistic students and their non-autistic peers. This approach holds promise as a pragmatic and universally applicable language therapy that can effectively address challenges in classroom interactions and cultivate a deeper interest in communication, particularly among individuals with autism.